A long road: Patterns and prospects for social equity, diversity, and inclusion in public administration

In northeast Russia, the famous historic Kolyma Road spans two thousand kilometers across two federal subjects of the Russian Federation: the Sakha Republic (Yakutia) and Magadan Oblast. Thousands of people live along and in close proximity to the road, depending on it for communication, mobility, goods, and life support. As the major transportation infrastructure in the entire region, it should be reliable and stable for local communities’ well-being. One strategic approach to ensure its reliability is to acknowledge the role of Indigenous knowledge, which has been neglected despite being established long before the emergence of existing formal systems of communication. Based on data collected through fieldwork, personal observations, and conversations, this paper aims to demonstrate that Indigenous knowledge regarding ways of living, moving, and communicating along and on the road is the key to sustainability in the region. As a result, we claim that this realization should be manifested in designing and implementing communication and mobility systems based on the principles of diversity, equity, and inclusion. In the long term, it is necessary to develop a sustainable road management system for the Kolyma Road to ensure the security and well-being of local communities and for everyone visiting and working on the road.

Some years ago Canada began a process of reconciliation with First Peoples, undertaking the difficult task of acknowledging its colonial and racist past. Recent news, particularly the discovery of unmarked graves on the grounds of former federal residential schools, marking the system as a symbol of Canadian colonialism, brings us face to face collectively with this reality, a less than sterling era in our history. Museums and national heritage sites can, through their exhibitions, help to show the history and consequences of the federal residential schools, by institutionalizing and integrating them in the Canadian national narrative. While acknowledging this darker side of Canadian history seems vital to the process of reconciliation between Indigenous and non- Indigenous peoples, commemorating sensitive spaces of memory is equally important. The survival of this sensitive memory seeks to better know and understand the history and consequences of the federal residential schools. Yet it is understood that no heritage or museum institution is free of its ideological past. In this context, how is it possible to ensure that this new thread of the story is woven into the fabric of our national history? How can we prevent colonial ramifications from being transformed into a new instrument of domination? What stumbling blocks lie in the way of commemoration with a goal of reconciliation regarding the sensitive spaces of memory which are the federal residential schools? These questions can all affect the process of reconciliation between Indigenous and non-Indigenous peoples in the country. Within the scope of this edition on inclusive participation, this article brings forward a discussion of the approaches, means and conditions for initiating the commemoration of the sensitive spaces of memory which are the federal residential schools, aiming for reconciliation. It also touches on the hurdles facing this effort. It presents a synthesis of research, an attempt to examine the operational principles of the national narrative and of commemoration. After a brief presentation of the contextual setting, two fundamental non-Indigenous principles implied in this context are presented, as well as their conceptual constellation. The first is the “duty of remembrance.” While it is essential in every commemorative effort since the Second World War, it is hard to see the emphasis placed on acknowledging the status of “victim” as compatible with the importance accorded to healing of Indigenous Peoples aiming, conversely, to transcend stigma. The second impediment lies within the principle of universalism, which is fundamental to all Western institutions–science, democracy, education, cultural accessibility, political programs, etc. Socially justified as a principle of equity, diversity and inclusion, universalism has a perverse effect which may dilute the regional and community characteristics of the commemoration of federal residential schools. It does so by smoothing out the diversity of the memories that the institutions choose to share and disseminate or to suppress and forget certain aspects, as well as the method of commemorating and patrimonializing them, and above all with whom. Thus, without prescribing a concrete or single solution, this article aims to shed light on the pitfalls inherent in the effort to commemorate the history and consequences of the federal residential schools, to institutionalize them and integrate them into the Canadian national narrative, in a spirit of critical self-awareness.

This paper reveals how Joseph Biden creates an image of a president-optimist through rhetorical strategy of positive self-presentation by using language effectively in his inaugural speech. The strategy is realized by two tactics – positive representation of compatriots and forecasting good future for the USA. Aimed at evoking in the audience optimistic thoughts and moods, these tactics ensure appropriate use of rhetorical devices. In the tactics of positive representation of compatriots presupposing describing American citizens in a good light, Biden employs predominantly hyperboles (4 occurrences), metaphors (5 occurrences) and repetitions (12 occurrences). The tactics of forecasting good future for the USA consisting in describing positive experiences, wellbeing and prosperity in the future is realized by repetitions (29 occurrences), antitheses (27 occurrences) and metaphors (11 occurrences). Drawing on the rhetorical devices in the analyzed texts it is revealed the tactics of discrediting the opponents, the tactics of demonstrating power and others which obviously contribute to other strategies. This research demonstrates that Biden is likely to present himself positively in an attempt of maintaining power and support. The paper also discusses electoral promises and steps made by Biden’s administration to improve the quality of education based on the principles of equity, diversity, and inclusion. It is established that growing investment in education is vital and teacher development should receive special attention on organizing a safe inclusive learning environment.

The International Federation of Associations of Anatomists (IFAA) and its Federative International Committee for Equality and Diversity in Anatomy (FICEDA) recommended that terms relation to pudere (to be ashamed) should be removed from Terminologia Anatomica (TA) for 3 reasons: 1) they are unscientific and outside the descriptive objectivity of science; 2) biologists should not regard as 'shameful' the essential functions undertaken by structures in the perineum; 3) the terms have sexist connotations that lie beyond the principles of Equity, Diversity and Inclusivity (EDI) in the anatomical sciences. The IFAA Executive subsequently required the Federative International Programme for Anatomical Terminology (FIPAT) to make ALL necessary changes to terms derived from pudere. However, only partial changes were enacted by FIPAT. The matter is presently unresolved and has provoked controversy. This article provides a review of the course of events and offers arguments against those criticisms levelled against changing pudere-related terms. In light of the IFAA's EDI principles, and as social thought and practice generally evolve, it is essential that the terminology on pudere is altered to reflect acceptable and unapologetic norms.

Medical radiation sciences (MRS) journals serve as the gatekeepers of knowledge within our professional field. This work sought to understand these professional journals' current levels of commitment and the operational dynamics towards the principles of Equality, Diversity and Inclusivity (EDI), which can serve as barriers to equitable access to publishing and published evidence. Seven MRS journals were purposively sampled for inclusion. Editorial statements relating to the included journals' EDI position were identified through online searching. To ensure completeness, all editorial policies were searched for EDI-related content between May 18 to June 6, 2024. The Braun and Clarke thematic analysis methodology was employed to synthesise the statements. The Journal of Medical Imaging and Radiation Sciences (JMIRS) and Radiography were the only two journals that had specific EDI statements which guide their operational practices. Alongside tipsRO, JMIRS and Radiography were also the only journals to provide recommendations and/or clear emphasis for the use of inclusive language in their author guidelines. Six key themes were established from the analysis of the two EDI statements: Commitment to Leadership and Editorial Diversity, Diversity Driving Scientific Excellence, Platforming Underrepresented Voices, Commitment to Health Equity, Disrupting Traditional Editorial Practices and Strategic Planning and Monitoring for EDI Progress. Disparity across the two journals was, however, evident. Whilst some best practices were evidenced, there is an opportunity across all MRS journals to improve and enhance EDI commitments. Journals play a pivotal role in promoting equitable access to publishing and ensuring the dissemination of diverse perspectives that enrich scientific inquiry and practice. An EDI-friendly MRS research cycle is critical through the comprehensive adoption of regular audits and the implementation of targeted education policies.

The Curriculum and Pedagogy book series is an enactment of the mission and values espoused by the Curriculum and Pedagogy Group, an international educational organization serving those who share a common faith in democracy and a commitment to public moral leadership in schools and society. Accordingly, the mission of this series is to advance scholarship that engages critical dispositions towards curriculum and instruction, educational empowerment, individual and collectivized agency, and social justice. The purpose of the series is to create and nurture democratic spaces in education, an aspect of educational thought that is frequently lacking in the extant literature, often jettisoned via efforts to de-politicize the study of education. Rather than ignore these conversations, this series offers the capacity for educational renewal and social change through scholarly research, arts-based projects, social action, academic enrichment, and community engagement. Authors will evidence their commitment to the principles of democracy, transparency, agency, multicultural inclusion, ethnic diversity, gender and sexuality equity, economic justice, and international cooperation. Furthermore, these authors will contribute to the development of deeper critical insights into the historical, political, aesthetic, cultural, and institutional subtexts and contexts of curriculum that impact educational practices. Believing that curriculum studies and the ethical conduct that is congruent with such studies must become part of the fabric of public life and classroom practices, this book series brings together prose, poetry, and visual artistry from teachers, professors, graduate students, early childhood leaders, school administrators, curriculum workers and planners, museum and agency directors, curators, artists, and various under-represented groups in projects that interrogate curriculum and pedagogical theories.

Public administration is at an important inflection point with public institutions under increasing pressure, the challenges that confront government and society intensifying, and demands for transformative change getting louder. The purpose of this chapter is to provide a perspective on these developments and set out some implications for teaching and learning. The chapter begins with a discussion of key aspects of the state of the field and questions whether a global perspective is possible, or useful. Four key themes are sketched out, which reflect on, and respond to, dynamics shaping and reshaping public administration. These include whether shifting from big questions to big challenges can enable a more inclusive public administration; accepting that we live in a turbulent, VUCA world; getting comfortable with humility; and embracing empathy. Together these themes open up a range of opportunities and implications for public administration teaching and learning.

How does the nexus between security, human rights and good governance play out in the sustainable development context? Based on state-of-the-field, interdisciplinary research with a global perspective, Leaving no one behind, leaving no one unaccountable offers the first comprehensive account of the role of ombuds institutions in achieving the Sustainable Development Goals, launched by the United Nations in 2015. With their unique position in-between three branches of power, the mandate to oversee public administration (including the security sector) and protect human rights, ombuds institutions are well-placed to play an important role in national efforts to fulfil the SDGs. The book takes the specific angle by looking at SDG-16, devoted to effective, accountable and inclusive institutions, through the lens of security sector governance. It brings granular analysis of all SDG 16 targets, demonstrating how ombuds institutions could contribute to achieving each of them. The book develops an innovative conceptual framework, by looking at both implementation and accountability. The former is captured under the title of ‘leaving no one behind’ and the latter under ‘leaving no one unaccountable’. Leaving no one behind is a central credo of the 2030 Agenda. It is highly relevant for SDG-16, as well as security sector governance, due to the centrality of the principles of responsiveness, inclusiveness and participation. The book attests that for a number of the SDG 16 targets, ombuds institutions should primarily serve as accountability mechanisms. It argues they should work with, pressure, and make public administration accountable, in cases when the administration as the primary duty-bearer fails to protect the rights of citizens and when their actions fall short of the standards needed to achieve the SDGs. As this book demonstrates, many SDG 16 targets are rather vague, and limited guidance exists on how to measure and achieve them, especially in fragile contexts. It thus provides guidance and recommendations to ombuds institutions and other actors on how to best support each other in achieving SDG-16. Leaving no one behind, leaving no one unaccountable is a key resource for scholars, policymakers and activists concerned with effective, accountable and inclusive institutions, and those interested in political science, security studies, human rights and development studies.

Equality and Inclusiveness in Contemporary India

How can an active learning approach enhance how key topics in public policy, public administration, and governance are taught? This article describes four educational game scenarios that illustrate decision-making processes in social inclusion policies. Various governance aspects can be examined through these games, including accountability reforms, crisis management, challenges in implementing artificial intelligence in social service provision, and market regulation. All these cases have been developed within the framework of the P-Cube project, an Erasmus + project that aims to foster active learning through the use of educational games for teaching public policy. The first case illustrates the effect of regulation on nursing home services, and aims to examine the implications of establishing independent agencies to regulate specific social sectors and the involvement and participation of the market and stakeholders in these regulatory bodies. The second case explores the application of artificial intelligence and automated decision-making in a surveillance system for detecting welfare fraud, in which the main learning objective is to discuss governance implications and consequences for social innovation and inclusion. The third case examines the implementation of alternative solutions for providing school meals to children from low-income families during the COVID-19 pandemic. The main objective here is to explore the role of participatory mechanisms in driving policy change and to identify the factors influencing their degree of effectiveness. The fourth case explores the potential ways of regulating the rights of workers employed in the digital platform-based economy. Our cases target graduate and postgraduate students in political science, public administration, public policy, social policy, and other related fields. They also offer valuable insights for practitioners, specifically public managers at different organizational levels.

The rapid advancement of artificial intelligence (AI) technologies has profoundly transformed virtually all areas of human activity, and public administration is no exception. The integration of AI into public management systems opens up unprecedented opportunities to increase efficiency, transparency, and responsiveness in the provision of public services. This article examines the potential, challenges, and prospects of using artificial intelligence in public administration, focusing on ethical, legal, and organizational aspects. It emphasizes that AI tools—from data analytics and machine learning to natural language processing and automated decision-making systems—can significantly contribute to improving the quality of political planning, resource allocation, and citizen participation. Through predictive modeling, intelligent data processing, and real-time monitoring, AI enables evidence-based decision-making and strengthens the adaptability of public institutions to a dynamic socioeconomic environment. At the same time, the implementation of AI in public administration presents several complex challenges. Key issues include algorithmic bias, data protection violations, a lack of transparency regarding automated decisions, and insufficient digital literacy among public sector employees. The article emphasizes that without a clear ethical framework and appropriate regulatory mechanisms, the use of AI could exacerbate social inequalities and undermine citizens’ trust in government institutions. Therefore, the development of clear governance standards for the use of AI in the public sector is essential to ensure accountability, fairness, and human oversight in all decision-making processes. The study also analyzes international experiences in AI governance, particularly in the European Union, the United States, and leading Asian countries, and identifies best practices that can be transferred to national contexts. It argues that the strategic implementation of AI should be based on the principles of open government, inclusivity, and human-centered digital transformation. The article also emphasizes the need for continuous training and development measures for public sector employees to ensure competent use of AI-based tools and the interpretation of algorithmic results. In conclusion, it is concluded that artificial intelligence represents both a challenge and an opportunity for modern public administration. It can optimize administrative processes and strengthen democratic governance, but at the same time requires new legal safeguards, ethical standards, and institutional competencies. The success of integrating AI into public administration depends crucially on the balance between technological innovation and the protection of human rights, transparency, and accountability. The future of AI in the public sector therefore lies not solely in technological progress, but in the development of responsible and sustainable political strategies that align innovation with the public interest and democratic values.

Since its inception, the discipline of public administration has been challenged by its dual mission of educating both practitioner and academician (Golembiewski, 1977; Denhardt, 2001). Normative issues such as ethical behavior, social equity, and the impact of diversity on public institutions and policies are matters that conjoin public administration scholarship and practice. However, these subjects are not standard in the public administration education curriculum. Ethics and social equity have received intermittent attention in the professional journals and in the curriculum offerings of schools associated with the National Association of Schools of Public Affairs and Administration (NASPAA; Bowman, 1990; Lee and Paddock, 1992; Gooden and Myers, 2004). This study explores the question of whether the issue of diversity has received similar attention in public administration education. After reviewing the curricula at 50 NASPAA accredited-schools, this study concludes that teaching diversity in the public administration/public affairs curriculum is not, in fact, overlooked. However, our finding that the topic of diversity is relatively neglected in the published scholarship indicates a need for public affairs education programs to support such scholarship.

Public administration scholars and practitioners for too long have understood the concept of performance almost exclusively in terms of the neoliberal, new public management project where it is defined by reference to the measurement of outcomes. Borrowing from the “performance turn” in the human sciences, this article proposes reimagining performance as a critical and cultural concept that refers both to what is done (or performed) and to the doing of what is done (performativity). From this perspective, performance becomes a concept by which public administration scholars might not just measure, but rather interrogate critically and deeply, how effectively and to what ends public policies, leaders, and administrators perform social justice, inclusivity, care, and other democratic values. This concept of performance introduces new expressive performance-based theories, methodologies, and pedagogies to public administration scholarship and teaching that could help advance the project of creating a hopeful, democratic, and caring performing state for the twenty-first century.

The research explored the impact of advancing education opportunities in private universities on diversity and social inclusion in public universities in western Uganda. Institutional logic theory underpinned social inclusion and diversity in public universities, whereas marketization, neoliberalism, and institutional theories anchored opportunity expansion. The study adopted a cross-sectional design and quantitative approach. Seven hundred and forty-eight (748) lecturers constituted the target population, from which a sample of 302 responders was obtained. Information was collected through the Questionnaire. Data was analysed using Pearson r correlation coefficient at an alpha level of .05. Expanding opportunities and promoting social inclusion and diversity were found to be positively correlated (r (278) =.54, p =.030). The study concluded that social inclusion and diversity in public universities are positively correlated with the expansion of educational opportunities in private universities. The study recommended that, government implements policies that promote diversity and inclusion and prioritise funding for public universities.

During the 1980s, Canada entrenched within legislation an understanding of multiculturalism as a core constituent of national identity in accordance with the principles of diversity and equality. This paper explores how Brian Doyle problematizes the notion of multiculturalism in his 1984 novel Angel Square by exploring the hostility and violence inherent in children’s play. In so doing, it focuses on Doyle’s eleven-year-old protagonist, Tommy, who confronts the evils of post-war anti-Semitism while working toward an ecumenical vision of peace despite religious, cultural, and linguistic differences.